High School Chemistry Core Concept And The Cognitive Structure Of The Students

The chemistry concepts of secondary school are not only the main parts in chemistry learning but also build the solid foundation for the establishment and development of chemistry discipline. The chemistry concepts of secondary school and their reciprocity constitute the bare bone of the subject. Therefore, this paper attempts to study the chemistry concepts of secondary school and their relation from the perspective of ontology and epistemology. As for ontology research, the characteristic of chemistry concepts and their intrinsic reciprocity are promulgated. As for epistemology research, the students' cognitive structure of chemistry concepts are analyzed and classified. The corresponding teaching strategies are proposed in view of the different cognitive structure types, which provides the reference for student's concept learning and teacher's concept teaching.During the ontology research, firstly, the core concepts of chemistry in secondary school are determined through the term frequency analysis and questionnaire survey. Secondly, on the basis of logic, the definition modes of the core concepts are classified under two broad headings including the descriptive definition and the logical definition. Thirdly, eight representative core concepts are selected and analyzed thoroughly about the connotation and the extension which contain the concept learning strategy. In the epistemology research, taking two experimental classes and two ordinary classes of grade three respectively from Nanjing normal university attached high school and the Nanjing 29-high school as the sample, the students'cognitive structures with the core concept "electrolyte" are explored by the spreading activation model. First of all, according to the self-arranged questionnaire, some subjects are pre-tested; Next, we draw up the formal questionnaire by correcting the former one and carry on the preliminary technical training and formal test; Finally, the effective real diagnosis materials collected are induced and analyzed qualitatively and quantitatively. With the result ontology research and epistemology research on chemistry concepts, the corresponding teaching strategies are put forward.Through the research, the author draws the following conclusions. Firstly, from the perspective of ontology, the modes of concept definition contain the descriptive definition and the logical definition; the different modes of concept definition contain different teaching strategies. The concept formation strategy on the induction pattern is suitable for the descriptive definition mode, but the logical definition suits the deductive pattern to form the concept. Secondly, according to the cognitive research, the student's concept cognitive structure in grade three of high school are diverse, such as sporadic shape, scattering shape, clustering shape and network shape; The analysis of the findings revealed statistically significant differences between the experimental class and the ordinary class with respect to students' conceptual cognitive structure and the experimental class surpasses the ordinary class remarkably; The student's concept cognitive structure has nothing to do with the gender.